ASM events
This conference is managed by the American Society for Microbiology
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Table of Teaching Responsibilities
 
Course Name                                     Type Course              Level               # Students                  Type of Student
 
Immunology                                      Lecture                        Jr/Sr                 12                           Biology major
 
Emerging Pathogens                         summer on-line            Jr/Sr                 5                             Biology major
 
Anatomy & Physiology I                    Lecture & Lab              Soph                 30                         Nursing / Allied Health
 
Anatomy & Physiology II                   Lecture & Lab              Soph                 30                         Nursing / Allied Health
 
Clinical Microbiology                         Lecture & Lab              Fresh                60    Nursing / Allied Health / non-majors
 
Microbes and Society                       summer on-line            all                      20                        any non-science major
 
Biology Community Service               Seminar                       Fresh                 10                             Biology major
 
 

 

SHC Fall 2011 Enrollment by Race/Ethnicity
Race/ Ethnicity
Number
Percent
American Indian/Alaskan Native
13
0.89%
Asian
15
1.03%
Black/African American
281
19.25%
Hispanic
108
7.40%
Pacific Islander
2
0.14%
White
963
65.96%
Multi-racial
18
1.23%
Non-Citizen
8
0.55%
Unknown
52
3.56%
          Total
1460
100.00%
 
Student Learning Challenge
Freshman biology majors at Spring Hill College with ACT scores below 25 do not usually succeed. Our institution has data from the last 4 years demonstrating that 46% of students with ACT scores of 24 do not succeed (D/F/W) and students with ACT scores of 23 and 22 have over 60% non-success rate (D/F/W). 
In fall of 2012 I will enroll ten entering freshman students with ACT scores of 24-22 for a new seminar course. The course will enhance the college freshman student’s proficiency of topics covered in BIO 101/103 Principles of Biology and give the students a chance to master the material by teaching it to 7th grade middle school students. 
I have developed a new seminar course which has been approved by the curriculum committee as BIO 140 Biology Community Service Seminar. In this service-learning course, the biology students work with Mobile Public County School System 7th grade students on basic biology. This college student - 7th grader interaction will include hands on activities and tutoring for EQT (end of quarter test). In fall 2012 there will be 10 students with ACT scores between 24-22 in the seminar course working a 7th grade science class at an under-served middle school located near SHC campus. The details of working with this school have all been worked out (which teacher, which class period, etc). 
            I am currently involved in a community-based learning workshop and have reviewed the literature on students learning by service to the community. The literature supports that learning the skill of communicating scientific knowledge enhances the college student’s understanding of that scientific content.
            I am interested in examining the college freshman student’s learning in relationship to service at an under-served middle school 7th grade science classroom. I want to determine if teaching biology to 7th graders will increase the college student’s success in the freshman biology course.
 
 
Related Professional Development Experience (March 2010 to March 2012)
 
June 2011   ASMCUE – John Hopkins University Baltimore Maryland. 
The session Tips and Tools for K-12 outreach presented by Dave Westenberg chair of the ASM Committee on K-12 outreach was very informative. The presentation included examples of model programs working with science majors in K-12 outreach and provided numerous resources including science activities for K-12 and recommended books. This session covered some of the drawbacks to K-12 outreach. Most of the drawbacks are not an issue at Spring Hill College. Our Community Service Foley Center has established connections with the K-12 schools in our community, so I do not have to work on finding schools or teachers interested in the community service project. At SHC developing a K-12 outreach course will contribute to promotion and tenure. The college is supportive in providing the time and money for this project.  This session also pointed out that not only are the effects of K-12 outreach on the college student publishable but new activities developed for K-12 and the effect of these activities on the K-12 students may also be publishable.
In addition to the Tips and Tools for K-12 outreach the poster sessions were very helpful in planning the community based learning seminar course. “Facilitated Partnerships as Vehicle for Curricular Reform” by Laura Regassa involved college students working with upward bound students. 
 
Sept 2011 to March 2012 – Spring Hill College Foley Center for Community Service Faculty Workshop on Community Based Learning. 
A workshop for faculty developing a community based learning course. Workshop members participated in monthly seminars and spent one day of fall break on a community field trip.  On the field trip the workshop members visited the Family Violence Center (Penelope House), a Family Village Transitional Housing Program (Dumas Wesley Community Center), and an underserved elementary school (Maryvale Elementary School). The community field trip reminded the workshop members of the overwhelming needs of the community, what services are offered and some of the challenges of providing these services.
 
March 21-23, 2012 – Attending the Gulf South Summit on Service Learning in Hattiesburg MS 
 
 
  
 
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